The legitimization process of students with disabilities in Health and Human Service educational programs in Canada

Easterbrook, Adam; Bulk, Laura Yvonne; Ghanouni, Parisa; Lee, Michael; Opini, Bathseba; Roberts, Earllene; Parhar, Gurdeep; Jarus, Tal

doi:10.1080/09687599.2015.1108183

Cited by 44 publications

(41 citation statements)

References 34 publications

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“…Related to the process of a clinician’s professional socialization and identity formation is how professionalism is defined and perceived among clinicians. Research shows that stigmatization and marginalization of disabled clinicians when they are viewed as inferior relative to their able-bodied colleagues is a common experience of health professionals with disabilities (Bulk et al, 2017; Easterbrook et al, 2015). The societal and the institutional discourses about disability when the programs and structures themselves are not designed for someone with disability serve as mechanisms for such marginalization (Graham et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“I Can Understand Where They’re Coming From”: How Clinicians’ Disability Experiences Shape Their Interaction With Clients

et al. 2020

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Students and clinicians with disabilities are underrepresented in the academic health programs and professional clinical settings. Disability studies foregrounds the unique ways of knowing and being that clinicians with disabilities can offer. Based on a larger grounded theory study of the experiences of students and clinicians with disabilities, this article examines the role that clinicians’ abilities to draw on their personal experiences of living with a disability have on their interactions with clients. The analysis of semistructured interviews with 55 students and clinicians with disabilities from different fields contributes to the development of a theory of epistemic connection. The theory is informed by the following three themes: (a) building rapport through understanding, (b) from understanding to advocacy and creative approaches, and (c) between professionalism and disability. The findings emphasize not only the importance of diversifying the health care workforce but also incorporating disability epistemology into the health care culture.

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Section: Introductionmentioning

confidence: 99%

“I Can Understand Where They’re Coming From”: How Clinicians’ Disability Experiences Shape Their Interaction With Clients

et al. 2020

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“…For example, one participant who prefers the term visual impairment uses the “blind” to refer to people in a negative way – as if to say although I might fit this category technically, I am not as bad as those people (similar to Fourie, 2007). The need to legitimize one’s status can hamper engagement in meaningful activities (Easterbrook et al, 2015). The application of stigma to members of one’s own minority group is particularly problematic because it plays into a hegemonic system that reifies the inferiority of some (blind) and bolsters the power of others (sighted; Bulk et al, 2017; Easterbrook et al, 2015; Roberts, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…The need to legitimize one’s status can hamper engagement in meaningful activities (Easterbrook et al, 2015). The application of stigma to members of one’s own minority group is particularly problematic because it plays into a hegemonic system that reifies the inferiority of some (blind) and bolsters the power of others (sighted; Bulk et al, 2017; Easterbrook et al, 2015; Roberts, 2012).…”

Section: Discussionmentioning

confidence: 99%

A closer look at opportunities for blind adults: Impacts of stigmatization and ocularcentrism

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Nimmon

et al. 2020

British Journal of Visual Impairment

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Blind Canadians experience higher rates of unemployment, social isolation, and poverty than sighted Canadians. Examining what influences opportunities can help to identify the factors that disable blind people. During initial analysis, stigma and ocularcentrism emerged as important factors. Thus, this article examines how stigma operates culturally, socially, politically, and economically to shape opportunities among blind adults. Data were collected through in-depth, semi-structured interviews with six legally blind participants (visual acuity of 20/200 or below), aged 19–65 years. Thematic analysis was employed to understand the common and diverging narratives of participants. Within participant narratives, ocularcentrism is found to contribute to stigmatization at societal, interpersonal, and internalized levels. Opportunities are experienced within this context, and the stigmatization experienced both shaped and was shaped by participation in activities. It is imperative that a closer look is given to how stigma shapes the opportunities for blind people, so that individuals, teachers, practitioners, and policy makers can develop relevant and effective interventions and can challenge stigmatization.

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“…A tangible example of the symbolic "glass wall" is the nursing station in many psychiatric wards, which is actually surrounded by a glass wall, referred to by the patients as "the aquarium". The therapatient challenges this dichotomy and is forced to fight for legitimacy to practice in mental health professions and to hold "citizenship" in them [18,19].…”

Section: Complexities and Challenges: The Therapatient's Point Of Viewmentioning

confidence: 99%

The Treatment of a Patient Who Is Also a Mental Health Practitioner: Special Considerations and Recommendations

et al. 2020

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The legitimization process of students with disabilities in Health and Human Service educational programs in Canada

Cited by 44 publications

References 34 publications

“I Can Understand Where They’re Coming From”: How Clinicians’ Disability Experiences Shape Their Interaction With Clients

“I Can Understand Where They’re Coming From”: How Clinicians’ Disability Experiences Shape Their Interaction With Clients

A closer look at opportunities for blind adults: Impacts of stigmatization and ocularcentrism

The Treatment of a Patient Who Is Also a Mental Health Practitioner: Special Considerations and Recommendations

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